MINISTRY OF EDUCATION AND CULTURE REPUBLIC OF CYPRUS

MINISTRY OF EDUCATION AND CULTURE REPUBLIC OF CYPRUS Higher Education in Cyprus D E P A R T M E N T O F H I G H E R A N D T E R T I A R Y E D U C A T I O N

Contact information: Department of Higher and Tertiary Education Ministry of Education and Culture Kimonos and Thoukidides Corner Tel: +357 22 800 616 Fax: +357 22 427 560 email: daae@moec.gov.cy Website: www.highereducation.ac.cy

MINISTRY OF EDUCATION AND CULTURE Higher Education in Cyprus DEPARTMENT OF HIGHER AND TERTIARY EDUCATION Nicosia, 2012

General Supervision: Olympia Stylianou, Permanent Secretary of the Ministry of Education and Culture Supervision and General Coordination: Dr Despina Martidou Forcier, Director of Higher and Tertiary Education, Ministry of Education and Culture Contribution (in alphabetical order): Angelidou Kakia Christodoulou Stella Christophides Stelios Efstathiou Rodoula Giorgoudes Panikos Ioannou Sorayia Nicolaidou Athanasia Phili Andrie Pouyioukkas Christos Coordination (in alphabetical order): Christodoulou Stella Efstathiou Rodoula Edited by: Vasiliki Kokoti Press and Information Office - Publications of Ministries and Independent Offices Published by: Press and Information Office P.I.O. 234/2012-1.000 ISBN 978-9963-50-128-1 Designed by: Anna Theodosiou Printed by: R. P. M. Lithographica Ltd

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CONTENTS FOREWORD 7 1. CYPRUS IN BRIEF 9 2. HIGHER EDUCATION IN CYPRUS 11 2.1 Ministry of Education and Culture 11 2.2 The Department of Higher and Tertiary Education 11 3. THE DEVELOPMENT OF HIGHER EDUCATION 15 3.1 Vision 15 3.2 Goals and Challenges of Cyprus Higher Education 16 3.2.1 Introduction 16 3.2.2 Modernization of HE in Cyprus 16 3.3 Implementation of the Bologna Process in Cyprus 22 3.3.1 Quality Assurance 23 3.3.2 European Credit Transfer System (ECTS) 25 3.3.3 The Three Cycles System 26 3.3.4 The Mobility Development 26 3.3.5 Diploma Supplement 29 3.3.6 Inclusion, social dimension 30 3.3.7 National Qualification Framework 31 4. THE STRUCTURE OF HIGHER EDUCATION 32 4.1 Universities 32 4.1.1 Public Universities 33 4.1.1.1 The University of Cyprus 35 4.1.1.2 The Open University of Cyprus 45 4.1.1.3 Cyprus University of Technology 51 4.1.2 Private Universities 57 4.1.2.1 Frederick University 59 4.1.2.2 European University Cyprus 65 4.1.2.3 University of Nicosia 73 4.1.2.4 Neapolis University Pafos 79

4.2. Institutions of Higher Education 84 4.2.1 Public Institutions of Higher Education 84 4.2.2 Private Institutions of Higher Education 84 5. LIFELONG LEARNING 88 5.1 Implementing EU Policy for Lifelong Learning in Cyprus 88 5.2 Lifelong Learning in Cyprus Higher Education 90 6. RESEARCH AND INNOVATION 92 6.1 EU Policy for Research and Innovation 92 6.2 Implementing EU Research and Innovation Policy in Cyprus 93 6.2.1 University of Cyprus (www.ucy.ac.cy) 95 6.2.2 Open University of Cyprus (www.ouc.ac.cy) 96 6.2.3 Cyprus University of Technology (www.cut.ac.cy) 97 6.2.4 Frederick University (www.frederick.ac.cy) 98 6.2.5 European University Cyprus (www.euc.ac.cy) 99 6.2.6 University of Nicosia (www.unic.ac.cy) 100 6.2.7 Neapolis University of Pafos (www.nup.ac.cy) 101 6.2.8 Cyprus Institute of Neurology and Genetics (www.cing.ac.cy) 101 6.2.9 Cyprus Institute (www.cyi.ac.cy) 104 6.2.10 Research Promotion Foundation (www.research.org.cy) 106 7. INTERNATIONALIZATION OF HIGHER EDUCATION 110 7.1 EU Policy 110 7.2 Implementation of EU Policy in Cyprus 111 7.2.1 Cross-border collaborative arrangements 111 7.2.2 Programmes for international students and student mobility 111 7.2.3 Regional Co-operation Programmes 114 7.2.4 Establishing programmes in English in Public Universities 114 7.2.5 Attracting International Students to Study in Cyprus 115

7 FOREWORD In this fast changing, competitive world, where technological advancements and scientific developments are the norm, governments know that the fate of a country lies in its people and its education. In light of this, the Ministry of Education and Culture of Cyprus enters the second decade of the 21st century ready to face global challenges and equip people with the skills and the knowledge required to prepare them for the future. In a very short time, higher education in Cyprus has managed to come a long way, rising up to the needs of Cypriots, as well as other European and International students. Offering high quality education through a wide spectrum of programs of study, our higher education institutions have gained a reputation of excellence, both nationally and worldwide. Through the pursuance of their studies, as well as through the knowledge and skills they display within the labor market, our graduates have proven that our higher education system is currently on the right track. Indeed, it is especially rewarding and encouraging to see our students both local and international- flourish academically and professionally, equipped with the knowledge and experience they have been given by our Universities. Undoubtedly, the road ahead is long and challenging. The process of self-fulfillment on behalf of the universities is endless and full of dares. However, I am certain that, with the help and the support of the Ministry, our partners and society, they will manage to overcome any obstacles and grow, both in quantity and in quality. Indeed, I believe that Cyprus is gradually fulfilling its aspiration to become a technological and educational center of excellence. On our part, the Ministry of Education and Culture, via the Department of Higher and Tertiary Education, will support their initiatives and will help prove that the Cypriot higher education system can face the dares of today and the challenges of tomorrow. George Demosthenous Minister of Education and Culture

9 1. CYPRUS IN BRIEF Cyprus is an island situated in the northeastern edge of the Mediterranean Sea, at the crossroads of Europe, Asia and Africa. It is the third largest island in the Mediterranean with a total area of 9.251 km². Cyprus estimated population is 840.000 of which eighty percent (80%) have Cypriot Nationality. Apart from the capital, Nicosia, with an estimated population of 325.000, all major cities of the area under the effective control of the Republic of Cyprus are located on the coast. Limassol is the second largest city and the island s biggest port. Larnaka and Paphos are the third and fourth largest cities respectively. Greek and Turkish are the official languages of the Republic but English is widely spoken and understood. Cyprus enjoys a wonderful Mediterranean climate with long dry summers from mid May to mid October and abundant sunshine throughout the year. Variations in temperature and rainfall are governed by altitude and, to a lesser extent, distance from the coast. The marvelous climate of the island offers endless opportunities to nature lovers. The island has superb mountain scenery, forests, fascinating coastlines and beaches. Cyprus has also a rich historical and archaeological heritage bearing witness to its long and diverse history. It is a colourful and sometimes turbulent history that stretches back 10.000 years. Since 1200 BC the island embraced the Hellenic culture which prevailed ever after. Phoenicians, Persians, Romans, Venetians, Ottomans and British have all left their footsteps on the island s soil. In 1960, Cyprus gained its independence while in July 1974 Turkey invaded in the Northern part of Cyprus and since then occupies 37% of the island s territory. In May 2004, Cyprus joined the European Union and became its easternmost and southernmost outpost while in January 2008, Cyprus joined the Economic and Monetary Union (EMU) and hence Euro ( ) is the monetary unit in use.

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Higher Education in Cyprus 11 2. HIGHER EDUCATION IN CYPRUS 2.1 Ministry of Education and Culture The Ministry of Education and Culture (MOEC), in its present form, includes a number of departments and services. In recent years the core policy of the MOEC is the overall Educational Reform, which spans all education levels. Briefly, it states that the projects which have been implemented include the consolidation of dialogue on issues of education (the timetable schedule of secondary education, the assessment system of teachers and teaching), the establishment of an Agency of Quality Assurance, Accreditation and Recognition of Qualifications in Higher Education, the accreditation of private universities, the development of the Medical School at the University of Cyprus and the establishment of post-secondary vocational training Institutions, curriculum, teacher training, restructuring of secondary general and technical vocational education, the establishment of new private and public universities, restructuring of MOEC, etc. Figure 1 illustrates the structure of the Educational System of Cyprus. 2.2 The Department of Higher and Tertiary Education The Department of Higher and Tertiary Education (DHTE) is the competent authority within the MOEC regarding all sectors and issues linked to Higher Education (HE). The Department was established in 1984 and has played a leading role in the development of HE in Cyprus. The Department aims to further cultivate the appropriate conditions for the provision of high quality HE and training in academic and professional programmes of studies, increasing the capacity of provision as much as possible to the larger possible number of people. It is responsible for the budget, the legal matters of state universities, the registration of private universities, the development of international cooperation by developing bilateral/multilateral agreements, the establishment and operation of HEIs, etc. However, right after the independence of the island (1960) and several years, before the establishment of DHTE, a number of profes sion - ally oriented public and private non-university level institutions had been developed in Cyprus to cover educational, economical and societal needs. At the end of 80 s the discussions about the establishment of universities in Cyprus had matured. DHTE had an important role in the establishment and development of universities in Cyprus. Specifically, the first university of the island, The University of Cyprus, was founded in 1989. This University received the first undergraduate students in 1992 and the first postgraduate students in 1997. The University of Cyprus is

12 Higher Education in Cyprus Structure of the Educational System of Cyprus Universities (State and Private Universities) Figure 1 Preschool 1 year Nursery 1-2 years Primary School 6 years Lower Secondary Education (Gymnasium) 3 years Upper Secondary General Education (Lyceum) 3 years - Apolyterion Upper Secondary Technical and Vocational Education (Technical School) 3 years - Apolyterion Private Secondary Education 6 - years 1st Cycle 4 years 240 ECTS Ptychio or Bachelor 2nd Cycle 1-2 years 90-120 ECTS Magister Artium/Scientiae or Masters State Institutions of Higher Education (non-unviversity) 1-3 years Certificate/Diploma/Higher Diploma Mediterranean Institute of Management (M.I.M) Postgraduate Diploma 3rd Cycle 3-8 years (minimum) Doctorate Optional Education Mandatory Education Partially Mandatory Education State provision Private provision Both state and private provision Private Institutions of Higher Education (non-university), programmes accredited by the Cyprus Council of Educational Evaluation-Accreditation (SEKAP) Vocational/academic programmes Certificate (1 year), Diploma (2 years), Higher Diploma (3 years) 1st Cycle 4 years 240 ECTS Bachelor 2nd Cycle 1-2 years 90-120 ECTS Masters Degree still in course of development, both in building infrastructure and academic direction. For example, the work for the operation of its medical school has intensified as it is planned to admit the first medical students in 2013. In 2002, the Open University of Cyprus was founded and received its first student in 2006. It has been offering distance learning programmes which reflect the government s policy for increasing the possibi li ties of people to have access to lifelong learning and professional development. The following year, 2007, the Cyprus University of Technology was established to offer fields of studies related to applied sciences and technology. In 2007 three private universities were registered and given probationary license to operate based on the legislation regarding the establishment and operation of private universities in Cyprus. These universities are: Frederick University,

Higher Education in Cyprus 13 European University-Cyprus and University of Nicosia. In 2010, a fourth private university, Neapolis University-Cyprus started its operation on the basis of a probationary license. The programmes, the procedures and the buildings of all private universities had been evaluated and accredited by the Evaluation Committee of Private Universities (ECPU). Private universities are to a great extend autonomous, however new Schools and Departments, as well as new programmes, are submitted for evaluation and approval by the ECPU. Still, the private universities are autonomous to define their own goals and strategies. It is important to note that all public and private universities have developed undergraduate and graduate programmes (first, second and third cycles) of high quality and are developing infrastructures for high quality research centres. As mentioned above, in the early 60 s, a number of Private Institutions of Higher Education were established. These institutions were operating without a legal framework till 1996. During that year an independent body, the Council of Educational Evaluation - Accreditation, was established and had the overall responsibility for organizing and overseeing the educational evaluation-accreditation process for the programmes of study of Private Institutions of Higher Education. Currently, there are 36 Private Institutions of HE operating on the island. In this context, the number of students is increasing rapidly over the last ten years. The following graph shows the number of Cypriot and foreign students in Cyprus from 1990-91 until 2009-10. Graph 1 shows the rapid increase in the numbers of students. 25000 20000 15000 10000 5000 0 Graph 1 Cypriot and foreign students in Cyprus and Cypriot students studying aboard Cypriot students abroad Cypriot students in Cyprus Foreign students in Cyprus In this framework, the main priority of the DHTE of the MOEC is the provision of high quality assurance and quality enhancement of the HEIs of Cyprus. For this reason, four indepen dent bodies have been operating: the Council of the Educational Evaluation Accreditation, the Advisory Committee for Tertiary Education, the Evaluation Committee of Private Universities, and the Council for the Recognition of Higher Education Qualifications of Cyprus which is the competent authority of the Republic of Cyprus for the recognition of Higher and Tertiary Education qualifications obtained in Cyprus and abroad. These bodies will soon be replaced by an Agency of Quality Assurance, Accreditation and Recognition of Qualifications in HE which will be the new competent authority for quality assurance and recognition in Cyprus (these Quality Assurance and Recognition bodies are analysed in page 23 further down). The number of students has increased rapidly over the last ten years.

14 The fate of empires depends on the education of youth ARISTOTLE

The development of higher education 15 3. THE DEVELOPMENT OF HIGHER EDUCATION 3.1 Vision It is a well-known fact, both within Europe and internationally, that the key to a strong and viable economy, as well as to prosperity amongst citizens, lies in education. Following Aristotle s wise affirmation that the fate of empires depends on the education of youth, governments, worldwide, further increase their resources in education and support their HE systems, because they know that this will eventually result in strong entrepreneurship skills, high caliber international students, rich investments, technological and scientific development. In light of the above, the MOEC via the DHTE aspires for Cyprus to be established as a technological and educational centre of excellence both within Europe and beyond. As such, and in alignment with the policies and measures followed by the European Union (i.e. the Lisbon strategy, EU2020 etc), HE of Cyprus enters the second decade of the 21st century while aiming to promote excellence in teaching, to encourage quality assurance, and, at the same time, to safeguard diversity and university autonomy. It is believed that HE should be accessible to all, encompassing both those who are already at work and those who did not have the means to pursue university education. Therefore, the MOEC aspires to further promote lifelong learning by gradually increasing the available options to the community regarding institutions of HE, programmes and methods of study. Through the EU programme Youth on the Move, the DHTE intensifies its efforts to enhance mobility and thus to promote further the internalization of HE. It is believed that, abolishing boarders with regards to HE will not only benefit the lives of Cypriot and international students, but it will also enrich Cyprus HE system, its universities, its industries, and its culture in general. Mrs Androulla Vassiliou, the Commissioner responsible for Education, Culture, Multilingualism Youth and Sports, in her speech at an EUA Conference in Palermo (2010), very wisely said that higher education serves the common good best when it escapes uniformity. Indeed, the role of HEIs in today s globalized world and the vital need for knowledge and innovating thinking make essential the application of diversity to all aspects of education. Realizing the goals and facing the challenges, with regards to HE, is not an easy task. However, in collaboration with all international partners and EU member states and in accordance with European policies, measures and directives, the DHTE, together with its stakeholders, aspires to prove that the Cypriot HE System can face present day challenges successfully and can provide students and society with an education that will prepare them for the future. The MOEC aspires for Cyprus to be established as a technological and educational centre of excellence.

16 The development of higher education Following the lifelong learning paradigm, the DHTE aspires to make learning accessible to all people. 3.2 Goals and Challenges of Cyprus Higher Education 3.2.1 Introduction One of the main goals of HE in Cyprus is to satisfy local and international needs. During the past two decades, important developments have been noted in the area of HE, with the establishment and operation of the public and private universities, as well as the research centres and quality assurance bodies, which provide and safeguard the HE System of Cyprus. Building a solid foundation and yet with a flexible structure, able to adjust according to local and international demands, has become the Ministry s twofold challenge. This goal has provided the incentive for the Cyprus Government and its stakeholders to make important decisions with regards to the future of HE and, at the same time, implement them, in order to create a strong HE System. Indeed, Cyprus HE is currently developing and progressing in full speed. A brief overview of Cyprus HE System clearly shows that its goals and challenges are multidimensional. Defining and implementing HE policy, modernizing the HE System, developing a culture of quality assurance in education, fostering excellence in teaching that will ensure the expected learning outcomes are met, and at the same time attempting to increase the link between education and the labour market, while supporting a healthy framework of autonomy, are among the most important elements which constitute Cyprus HE development. Satisfying local needs, while at the same time envisioning and investing beyond Cypriot boarders, Universities, and other institutions of HE, as well as governmental authorities are gradually intensifising their efforts to make Cyprus a regional centre of education, research and excellence. 3.2.2 Modernization of HE in Cyprus Within the broader EU strategies, policies and practices, as well as the educational goals set by the member states for 2020, the MOEC has set the modernization of HE high in its agenda. Through continuous efforts, it aspires to a more transparent and socially inclusive HE, which will offer prospective students, academics and professionals the opportunity to make informed choices regarding which institution they wish to approach and why. Indeed, modernization equates with opening up to the world, building up contacts and international collaborations and making students more employable in the current competitive markets. Despite being still in its infancy, Cyprus HE System will seek to link education to industry and ensure alignment of curricula with societal needs. Such achievements will have a positive effect on the number of graduates, as well as on the number of students pursuing their studies further. Moreover, establishing and reinforcing links between education, industry and research will also affect the quality of HE and, as such, promote striving for excellence. Last, but certainly not least, following the Lifelong Learning paradigm, the DHTE together with all competent authorities aspires to make learning accessible to all people, regardless of age, sex, societal and financial status.

The development of higher education 17 3.2.2.1 Quality assurance As part of the European agenda for the mod - ernization of HE, issues of quality assurance are constantly being revisited, in an attempt to ensure that institutions of HE revolve around and build a culture of quality. Within this framework, Cyprus has placed quality assurance issues very high on its political and educational agenda. Recent educational developments on the island, including the establishment of three public and four private universities, have urged the MOEC to form a new legislation which will establish an Agency of Quality Assurance and Accreditation and Recognition of Qualifications in Higher Education, which will aim at further enhancing internal and external quality assurance procedures, as well as accreditation and recognition matters, in accordance with the European Standards and Guidelines (Quality Assurance is further analysed below). 3.2.2.2 Autonomy Institutional autonomy is crucial for HEIs. The MOEC, as well as all the relevant authorities, acknowledge the need to provide an appropriate framework in which universities can fulfill their mission in the best possible way. Financial autonomy, organizational autonomy, academic autonomy and staff autonomy are different aspects of Universities autonomy in total. The MOEC will continue to monitor the progress of these aspects since they are considered important conditions for the modernization of Universities. 3.2.2.3 Education and Industry Τhe link between education and the business sector is becoming one of the most important challenges for Europe. The continuous economic changes taking place in the world demand that HE Systems take into account the industry in order to cope with the ever changing market and society. The MOEC, acknowledging the increased need for promoting cooperation between HEIs, research institutions, employers and enterprises (labor market) supports initiatives and actions that promote this link. The Human Resource Development Authority of Cyprus (HRDA), a semi-government organization that reports to the Government through the Ministry of Labour and Social Insurance, has set as its priority the promotion of Lifelong Learning of Employees and the integration / reintegration of selected target groups to the labour market. Paramount pursuance is the employability and adaptability of human resources in the new socio-economic environment which is created by the emerging Knowledge Society (HRDA Annual Report, 2010). Within this framework, the training of HE graduates (including those who are unemployed), and job placements are among its actions and schemes. Nevertheless, further and continuous steps need to be taken in order to encourage partner ships and cooperation between businesses and HE stakeholders, so that academic qualifications reflect, as extensively as possible, the needs of the labour market and society. Cyprus has placed quality assurance issues very high on its political and educational agenda.

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The development of higher education 19 3.2.2.4 Excellence in Teaching and Learning Outcomes in HE The MOEC, along with all its partners, is com - mitted to maintaining and developing European and international standards of excellence in teaching and learning environment. HEIs are encouraged to invest in the continuous professional development of their staff, and to ensure that both their academic and research programmes are being distinguished for quality. Efforts are made in order to develop and support rewards of excellence in teaching, as well as science and research. Furthermore, HE Systems are increasingly referring to learning outcomes when setting overall goals and challenges. Taking into consideration that learning outcomes are gaining a prominent position in planning and implementing policies, Cyprus HE attempts to successfully combine excellence in teaching with what a learner knows and is able to do at the end of a learning process. Thus, identifying learning outcomes in a careful and transparent manner has become yet another challenge that the Cypriot HE System and its stakeholders need to, successfully, face. 3.2.2.5 Funding Public funding of HEIs is the main source of income for large parts of the higher education landscape in all EU member states. More than 70% of HEIs' funding comes from the public purse and, for the EU member states, funding is a major steering mechanism for HE. The rough percentage of overall public funding for HEIs in Cyprus is coming from National level at 98% and from European level at 2% (reference year 2010). The public HE institutions (three universities and five nonuniversity institutions) receive funding from the national budget. As far as the public universities are concerned, the biggest amount of public funding is input-based and, according to their new infrastructure, they are allowed access to nego tiated allocations and a specific amount is also given for research purposes. Public universities are also funded through the fees paid by their post-graduate students, and also through dona tions. In general, the use of private funds by public HEIs is included in the annual budget and therefore is monitored by the General Auditor. Private institutions (four universities and 36 nonuniversity institutions) are profit organizations and receive most of their funding through private sources: student financial contributions (fees), donations, funding through research contracts and through European Union. University funding should be reformed so that a high level of teaching and research excellence can be achieved. The EU target for university funding is to allocate 2% of gross domestic product (GDP) to the modernization of the HE system. Cyprus invests 2,04% of GDP in HE. The whole effort is to turn funding into a results-oriented procedure, rather than resources-oriented. There is a shift towards more diversification of funding and soliciting of more private funding, especially for research and industrial application. Moreover, funding must be based on performance indicators in The MOEC is committed to maintaining and developing European and international standards of excellence in teaching and learning environment.

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The development of higher education 21 order to clearly measure the relationship between resources invested (inputs) and results obtained, both economic and social (outputs). In this way, universities will be more responsible for their own financial viability. The issues of university autonomy and accountability are moving up the political agenda for national governments and the European Union. Autonomy is not an end to itself but a vital means for universities to act quickly in a fast-changing globalised higher education environment. Greater autonomy and accountability is crucial for universities to respond to demographic changes, to attract international talents, and to raise necessary additional funding. 3.2.2.6 The EU dimension of Higher Education The Bologna process has paid particular attention to the European dimension of HE and specifically to the social dimension, which presents the most significant challenge to European modernization of HE. The aim is to have more countries which will link their policy on the social dimension to the Bologna commitment of raising the participation of underrepresented groups to the point where the HE population mirrors the overall societal distribution. Countries have already set specific targets to improve the participation of under-represented groups in higher education, but only about half of the Bologna countries systematically monitor their participation. The most common national measures to widen participation are greater fairness between students (in particular those coming from disadvantaged backgrounds), the provision of targeted financial support and the development of alternative access routes or admission procedures. Since the end of 2010 and after the decision that Bologna Process should be continued by the so called Bologna Beyond 2010, the countries of the Bologna group have widen their policies to include the new issues that need to be addressed. These issues set for a quality HE have the following four main goals for the present decade: finalizing the structural reform and deepening its implementation through a consistent understanding and use of the developed tools, implementing quality HE, connected with research and lifelong learning and promoting employability, making the social dimension become a reality by ensuring that the student body entering and completing HE reflects the diverse student body of Europe s populations, and ensuring that at least 20% of those graduating in the EHEA have had a study or training period abroad. The MOEC acknowledges the fact that opportunities to HE should include as large a proportion of the population as possible and has promoted national policies for the achievement of this goal. The Bologna process has paid particular attention to the European dimension of HE and specifically to the social dimension.

22 The development of higher education 3.2.2.7 Ranking Given the large institutional diversity that exists in HE in Europe, there is a need for instruments that can help improve its transparency. Ranking systems are one of these tools that, despite criticism, are here to stay. However, they should evolve in order to shape their methodologies, their frequency, the level of detail they provide to the public regarding the ranked universities. In this framework, the European Commission funded recently two programmes in order to create its own system of academic ranking, the U-Map and U-Multirank. The objective of the European Commission is twofold: on the one hand, to create a European system of academic ranking and, on the other, to improve the academic classification of European universities in the global context and thus the economic power of Europe. U-Map aims to create a classification of European HEIs. This, in turn, will be a useful tool for all stakeholders involved in trying to learn the profile of a university. In this sense, the U-Map is a mapping tool for the EHEA. It provides a range of universities dimensions where major similarities and differences between the European universities may be described and compared. Unlike the U-Map which is a classification project, the U-Multirank is a programme of academic ranking. It deals with what an institution of HE really offers. What differentiates the programme U-Multirank from other academic rankings is its multi-dimensional approach. HEIs are classified hierarchically in a multidimensional way, both by the level of their overall performance and by their level of performance for each programme of study. Regarding Cyprus, it is difficult to create a national ranking system of academic institutions due to the fact that only seven universities operate on the island today. However, it is possible for the Cypriot universities to integrate in the European ranking system and, specifically, to join the U-Multirank and U-Map programmes of the European Union. For this reason, the DHTE is encouraging all Cypriot universities to participate in the aforementioned programmes. The University of Cyprus participates in the U-Multirank programme and, consequently, is evaluated according to the European Standards and Guidelines (ESG). 3.3 Implementation of the Bologna Process in Cyprus Bologna Process is the process of creation process of the EHEA. The Process started on June 19, 1999 when 29 European Ministers responsible for HE signed the Bologna Declaration in which they undertook the responsibility to create a EHEA that should be completed by 2010. On 19 May 2001, ministers met in Prague to review the progress achieved and to set out directions and priorities for the next stages of the Process. During that meeting, Cyprus together with Croatia, Liechtenstein and Turkey joined the Bologna Process. Since then, the DHTE is actively involved in the Bologna Process and its implementation in Cyprus. For this purpose a national working group is established, which is headed by the Director of Higher and Tertiary Education.

The development of higher education 23 The members of this group include the Cyprus Bologna Experts, representatives of universities, students unions, Employers Associations, the Director of the Foundation for the Management of the Lifelong Learning Programmes and other stateholders. During the period since Cyprus signed The Bologna Declaration, a series of measures have been promoted, targeting the quality assurance of HE,, the enhancement of mobility, the promotion of the inclusion and the social dimension of HE in Cyprus. The most important of these measures are the following: 3.3.1 Quality Assurance Over the last few decades, issues of quality assurance and quality enhancement have been a major focus of attention in Europe and the world. Since the establishment of its first university, in 1992, Cyprus has also considered quality assurance and quality enhancement as a priority for the country. The quality assurance system of the country has developed gradually, together with the gradual development of the HE scene. As a result, quality assurance in Cyprus is currently carried out by four different bodies: 1. The Council of Educational Evaluation Accreditation (www.moec.gov.cy/sekap/) The Council of Educational Evaluation- Accreditation is the competent authority in the Republic of Cyprus for carrying out programme evaluation and accreditation of the Private Institutions of HE. It is an independent body, appointed by the Council of Ministers upon the recommendation of the Minister of Education and Culture and consists of the Chairman and six members, at least five of which must be university professors. The purpose of the evaluations carried out by Council of Educational Evaluation-Accreditation is to build confidence and trust among local and foreign students concerning the quality of the offered programmes, to establish the minimum possible criteria to be fulfilled for the award of an accredited degree from the Cyprus Government and to provide a basis of comparison with degree titles granted from foreign Institutions of Higher Education. 2. The Advisory Committee for Tertiary Education The Advisory Committee for Tertiary Education is a consultative body to the MOEC, with a wide composition including all the social partners. Both the public and the private sector of HE, as well as the employers, the students and the trade union organisations are represented in the Committee. The aim of this body is to provide a spherical consultancy to the Minister regarding all issues of HE. It is also a body where the voice of all stakeholders of HE can reach the Minister and the decision makers in Education. 3. The Evaluation Committee of Private Universities (www.ecpu.ac.cy) The Evaluation Committee of Private Universities is the competent authority in the Republic of Cyprus for the examination of the applications submitted for the establishment and operation of private universities. The Committee has Since the establishment of its first university, in 1992, Cyprus has considered quality assurance and quality enhancement as a priority for the country.

24 The development of higher education seven members, three of which are members of the Council of Educational Evaluation- Accreditation and four are university professors from three different countries with extensive experience in university governance. The procedure for the establishment, operation and control of a Private University includes the following stages: Submission of an application for the establishment and operation of a private university by the founders, which have to be a body corporate registered in the Republic of Cyprus Registration of the Private University in the Universities Registry Securing by the private university, of an initial license for operation, for a period of four years. Monitoring of the private university operating under initial license, during which period the university must pursue constant improvement of the educational level of its students, research work, infrastructure, administration and students welfare. Securing by the private university of a final license for operation Periodic evaluation of the private university 4. The Council for the Recognition of Higher Education Qualifications of Cyprus (www.kysats.ac.cy ) The diversity in the quality of higher education offered by different institutions in Cyprus and all over the world and the increasing number of Cypriots studying and graduating from such institutions, as well as the mobility of professionals and scientists within the European member states, have led to the need for the establishment of a National Council for the recognition of degrees awarded by HEIs. The Council for the Recognition of Higher Education Qualifications of Cyprus is the competent authority of the Republic of Cyprus for the recognition of HE qualifications obtained at home and abroad. It also acts as the Education National Information Centre. The Council for the Recognition of Higher Education Qualifications of Cyprus awards two types of recognition, namely Equivalence and Equivalence and Correspondence. Equivalence is awarded if the duration of studies, the conditions of admission, evaluation, promotion and graduation of students and the teaching and learning procedures meet the requirements of the State HEIs of Cyprus. Furthermore, equivalence is awarded if a programme of study has been conducted in a recognised educational institution or in an educationally evaluatedaccredited programme of study and a substantial part of the studies has been conducted in the institution which awards the qualification. Equivalence and correspondence are awarded if, in addition to the prerequisites for recognition of equivalence, the specific programme of studies includes at least two thirds of the

The development of higher education 25 required subjects, including the compulsory subjects of the corresponding programme of the institution which is used as the basis for evaluation. Based on economic, social and educational changes in HE, the government has set as a priority the creation of an Agency responsible for quality assurance in HE. Thus the Council of Ministers has initiated legislation for the establishment of the Agency of Quality Assurance, Accreditation and Recognition of Qualifications in HE as the competent authority for quality assurance in HE in Cyprus. Through the establishment of this Agency, it is aimed to enhance the internal and external quality assurance procedures by also adhering to the European Standards and Guidelines. All issues concerning evaluation of public and private universities, as well as accreditation and recognition matters will be included in the Agency s tasks after the approval of the legislation by the Cypriot Parliament. The Agency, after its establishment and operation, will undertake all the responsibilities of the four existing bodies and will be the competent authority for: The periodical institutional and programme evaluation of the state universities. The periodical institutional and programme evaluation and accreditation of the private universities operating under initial and/or final license of operation. The evaluation and accreditation of all forms of cross - border education. The recognition of HE qualifications and the provision of information on recognised institutions of HE in Cyprus and abroad. The publication of the list of all the recognised institutions of HE operating in the Republic of Cyprus and the programmes of study they have been authorised to offer. Advising the Minister of Education and Culture on all matters under its jurisdiction. It is also important to repeat that the Agency will comply with the European Standards and Guidelines (ESG) and, therefore, will be eligible for membership in the European Quality Assurance Register (EQAR). Finally, the Agency will ensure that HE of high quality is offered through HEIs in Cyprus. 3.3.2 European Credit Transfer System (ECTS) In order to make feasible one of the main aims of Bologna Process, that of the mobility of graduates around the EHEA, the transparency and recognition of degrees earned must be ensured. These can be achieved through increasing transparency and trust among educational systems. ECTS is considered as the main tool to ensure transparency. In the past, ECTS was used only for credit transfer, while nowadays has become necessary to transform to a credit accumulation system, since students are encouraged to spend a study period at another institution. In addition, credit accumulation in regular HE programmes, should also provide students ECTS is the main tool to ensure transparency. In Cyprus, almost all public and private Universities have introduced ECTS.

26 The development of higher education with the possibility to gain credits within informal and non-formal education, thus taking on board lifelong learning. In Cyprus, all public and private universities and most of the private institutions of tertiary education have introduced the ECTS. So far, the European University-Cyprus has been awarded the ECTS Label. The institutions that have not yet introduced the system are in the process of adopting it. 3.3.3 The Three Cycles System The Bologna Process adopted the three-cycle degree structure in order to standardize academic degrees making it easier to achieve portability between countries. Across Europe, the early years of the Bologna Process were focused on introducing and consolidating the bachelor and master cycles. Doctoral education as third cycle was formally introduced to the Bologna Process by Ministers meeting in Berlin in 2003 and has since become an increasing priority. Cyprus adopted a system of easily readable and comparable degrees, a system essentially based on three cycles (see Figure 1). Cyprus never had a long integrated cycle. From the beginning, the HE system of the country had three discrete cycles, which are fully implemented: Ptychio (Bachelor), which is four academic years of full time study. Masters, with duration of one to two-years full time study. Doctoral PhD. The minimum length of fulltime doctoral studies is three academic years. In addition, there are short cycles of duration of one to three academic years, as follows: The Certificate level, with one year duration The Diploma level, with two years duration and The Higher Diploma level, with three years duration. 3.3.4 The Mobility Development Student mobility and academic recognition are assumed to be necessary prerequisites for an open and dynamic European educational area that will aid European integration and labour market mobility. However, students can become mobile more easily if they have access to other countries HE Systems and the financial resources enabling them to study abroad. Outgoing vertical mobility is very popular in Cyprus since around 50% of Cypriot students take a full undergraduate degree abroad. The majority of these students continue for their second degree abroad. In addition, many Cypriot students, who have completed their undergraduate studies in Cyprus, obtain their postgraduate degree abroad. Incoming vertical mobility as well as horizontal mobility is still poor, mainly due to language barriers, transparency and funding problems. Some measures, which are currently being taken, are expected to improve the situation. Such measures are the introduction of programmes of study in English in the public universities, the use of ECTS and Diploma Supplement by Cyprus institutions, the use of EU mobility funding programmes, the mobility

The development of higher education 27 of students for research programmes etc. As far as the degree mobility is concerned, there are more Cypriots studying abroad (outgoing students) rather than foreigners studying in Cyprus (incoming students). According to the Statistical Service of Cyprus, during the academic year 2009-2010, 20,051 Cypriots attended foreign universities and 11,138 foreigners attended Institutions of HE in Cyprus. Cyprus has taken specific measures both at governmental and institutional level to enhance student and staff mobility to overcome main obstacles to mobility, as follows: The University of Cyprus and the Cyprus University of Technology operate Foreign Language Centres in order to facilitate mobility for incoming and outgoing students. Graph 2 Number of Cypriot students in Erasmus Programmes, going to other countries, Number of Cypriot students in Erasmus Programmes, going to other countries- 2009/2010 fist, second and third cycle first, second and third cycle 60 50 50 40 45 30 28 20 24 17 10 6 7 5 1 5 6 2 2 4 6 4 0 The national Erasmus Coordinators are involved in mobility schemes. All universities participate in the Erasmus Mobility Programme and most of them operate Mobility offices encouraging students, faculty and staff to participate in the Erasmus mobility programmes. Those Mobility offices have also established several new bilateral agreements and try to get involved in mobility in the widest possible range of subject areas and host countries. In general, the universities have established various procedures to create more awareness on staff and student mobility which include direct mail campaigns, promotional leaflets and posters, information sessions in various classes, promotion via websites, continuous promotion through the open-door policy of each HE institution Erasmus office and the enhancement of close links with appropriate faculty members. At private institutions students are always provided with a Transcript of Records that corresponds to the period of studies completed under the Erasmus Programme. The Learning Agreement is also signed and stamped by the Host Institutional Coordinator as a confirmation of the ECTS credits awarded during the Erasmus Period. Graph 2 shows the number of Cypriot students in Erasmus Programmes, going to other countries. Graph 3 further down (p.29) shows the number of foreign students in Erasmus Programmes, coming to Cyprus, by country of study.

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The development of higher education 29 60 Number of foreign students in Graph Erasmus 3 Programms, coming to Cyprus by country of study, 2009/2010 first, second and third cycle Number of foreign students in Erasmus Programmes, coming to Cyprus by country of study, 2009/2010 first, second and third cycle 50 52 40 30 20 10 0 4 10 3 28 23 9 1 32 19 31 5 35 34 9 28 9 5 2 4 4 17 24 The government of Cyprus provides an annual grant to the families of students studying in Cyprus or abroad, and this subsidy is portable. The Cyprus State Scholarship Foundation provides portable grants to high caliber students that can be used for studies at the universities in Cyprus or abroad. 3.3.5 Diploma Supplement The Diploma Supplement was developed by the European Commission, Council of Europe and UNESCO/CEPES. The purpose of the Diploma Supplement is to provide sufficient independent data to improve the international transparency and fair academic and professional recognition of qualifications (diplomas, degrees, certificates etc.). It is designed to provide a description of the nature, level, context, content and status of the studies that were pursued and successfully completed by the individual named on the original qualification to which this supplement is appended. It should be free from any value judgements, equivalence statements or suggestions about recognition. The MOEC strongly supports the issue of Diploma Supplement. All public and private universities of Cyprus issue to their graduates the Diploma Supplement. So far, the University of Cyprus and Frederick University and Many European Students choose Cyprus for studies in Erasmus Programmes.

30 The development of higher education The MOEC is working towards the establishment of equal oppourtunities to HE for all. University of Nicosia have acquired the Diploma Supplement Label. Furthermore, most of the private institutions of higher education of non university level are currently preparing for issuing the Diploma Supplement to their graduates. 3.3.6 Inclusion, social dimension As mentioned above, the Bologna Process pays particular attention to the social dimension of HE, considering it as the most significant challenge to the European agenda for the modernization of HE. The MOEC acknowledges the fact that opportunities to HE should be given to the largest possible proportion of the population and is taking measures to meet this target. In addition, the Ministry has set as a priority to enhance the participation of emigrants, disadvantaged and other underrepresented groups in the HE System of the country. The promotion of inclusive growth and the focus on ensuring equal access in quality HE are presented in the following national policies: Widening access to university education The establishment of the Open University of Cyprus in order to encourage distance and e-learning for people already in jobs seeking further education. The establishment of a choice of options to university education (public, private, distance learning options). The encouragement of universities to offer short cycle courses to give more chances for studying to people who are already in jobs or did not have the opportunity before to access HE. The payment by the state of 100% of the fees of undergraduate students of public universities. Establishing equal access opportunities Specific measures are taken in order to ensure equal access rights for underrepre - sented groups (based on socioeconomic status, disability and on their participation in religious groups) in public and private universities. For example students with disabilities have the right of special treatment for exams which will define their admission at a university. Furthermore, a specific persentage of representation of some religious groups in the student population is set by the government. Providing financial support The Ministry of Finance offers a specific grant to the parents of Cypriot students studying in Cyprus or abroad in accredited programmes of study, on a basis of socioeconomic criteria. Scholarships are offered by the Cyprus State Scholarship Foundation to Cypriot students based on merit and, mainly, on socioeconomic criteria in order to reach students from lower income backgrounds. Targeted financial support through Government s Financial Support Package is available to eligible students to cover living, books, rental and computer expenses. The eligibility is based on socioeconomic criteria.